Formação continuada de professores para os anos iniciais: o que as teses propõem para o ensino de ciências
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| Publikationsdatum: | 2025 |
| Format: | Doctoral thesis |
| Sprache: | por |
| Quelle: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10028 |
Zusammenfassung: | This thesis is situated within the Research Line Educational Processes and Languages of the Graduate Program in Education at the University of Passo Fundo and has the general objective of analyzing Brazilian theses that address the Continuing Professional Development of teachers in the Early Years of Elementary Education in Science teaching. It seeks to understand the general characteristics of this body of production, the conceptions and training models present, the relationship between what is proposed and what is effectively developed in training practices, as well as the implications for new training initiatives. The central research question guiding the investigation is: How do Brazilian theses focused on Science teaching in the Early Years understand and develop teachers’ Continuing Professional Development? To answer this question and achieve the proposed objective, a qualitative approach was adopted, following Bogdan and Biklen (2014), and a state-of-the-knowledge research design, according to Romanowski (2002). The study uses the CAPES Theses and Dissertations Catalog as its database, from which theses produced in the field of teacher education associated with the teaching of Natural Sciences were selected, covering the period from 2000 to 2023, within the evaluation areas of Education and Teaching. After applying the inclusion and exclusion criteria, the corpus consisted of 23 theses, read in full, with the purpose of identifying elements that would enable answering the research question. The theoretical framework presents the historical trajectory of Continuing Professional Development for Early Years teachers, discusses different training models based on Jacobucci (2006), and addresses the Continuing Professional Development of Science teachers at this level of education. As a result, the thesis initially presents an overview of the analyzed productions, highlighting their main characteristics. Subsequently, the corpus is narrowed to 18 theses, considered those that operationalized Continuing Professional Development for Teachers, and the discussion is organized around five central categories: (1) conceptions of Continuing Professional Development present in the investigated theses; (2) models of Continuing Professional Development presented in the analyzed theses; (3) the relationship between what is stated and what is developed in the theses; (4) the Natural Sciences area present in the training initiatives; and (5) Continuing Professional Development as dialogical and transformative praxis. This analysis allows the study to infer that the theses analyzed reveal a wide diversity of conceptions and practices of Continuing Professional Development, with a predominance of practicalreflective approaches and, to a lesser extent, emancipatory-political models. They also reveal a gap between proposed training initiatives and their effective implementation, as well as indicating the need for contextualized, critical training articulated with the needs of Science teaching in the Early Years. The results provide support for analyzing the panorama of Continuing Professional Development in this field, offering elements for the development of new training proposals that promote meaningful learning, teacher reflection, and transformative pedagogical practices. |